Physics Lesson Objectives S2

Lesson Objectives

Semester 2 Semester 1

Chapter 5 - Let Us Entertain You
Section 1 Sounds in Vibrating Strings
I can:

• Determine the effect of string length on the pitch of the sound produced
  • Students vary the length of a vibrating string to observe a difference in the pitch of the sound produced
• Determine the effect of tension on the pitch of the sound produced
  • Students increase tension by adding another 500g weight attached to a string over a pulley and observe the effect on the pitch of the sound produced
• Summarize experimental results
  • Students write a general statement indicating how pitch varies with string length and tension

Section 2 Making Waves
I can:

• Observe the motion of a pulse
  • Students are able to observe wave motion in a coiled spring
• Calculate the speed of a wave pulse
  • Students start a pulse on a spring and measure the time it takes to travel the length of the spring
• Observe standing waves
  • Students rapidly whip one end of the spring until they create a standing wave
• Investigate the relationship among wave speed, wavelength, and frequency
  • Students change wave frequency to study the relationship.
  • Students read how the three variables are related.
• Make a model of wave motion
  • Students draw periodic transverse waves on pieces of adding machine tape
• Distinguish between transverse and longitudinal waves
  • Students generate both transverse and longitudinal waves and record in their logs how the spring coils move in the two cases

Section 3 Sounds in Strings Revisited
I can:

• Calculate the wavelength of a standing wave on a string
  • Students measure the vibrating string length and double it to obtain the wavelength and record this information in their data table.
• Organize data in a table
  • Students record their data for string length, wavelength, and pitch in a table
• Describe how the pitch of the sound produced by a vibrating string depends on the wave speed, wavelength, and frequency of the waves on the string
  • Students record a general statement of how pitch and string length relate to one another.

Section 4 Sounds from Vibrating Air
I can:

• Identify standing waves in different kinds of air-filled tubes
  • Students relate the constant pitch produced by blowing into a straw or test tube with the constant pitch produced by a standing wave on a vibrating string
• Observe how pitch changes with the length of the tube
  • Students blow into straws of different lengths and describe the sound differences they hear.
  • Students write a general statement about how changing the length of the straw changes the pitch of the sound they hear.
• Observe the effect of closing one end of the tube on the pitch of the sound
  • Students blow into straw pieces of different lengths that are covered at one end, describe what they hear, and compare the results with what they hear when they blow into a straw that is open at both ends
• Observe sound bending around corners and spreading
  • Students hear sounds made by their lab partners, who are hidden from sight, from beyond the corner of a doorway
  • Students also emit sounds into a megaphone made of paper and report the difference compared to sound made without the megaphone
• Relate observations of pitch to drawings of standing waves
• Summarize experimental results
  • Students read about the properties of waves and correctly identify the standing waves associated with open and closed tubes.
• Organize observations to find a pattern
  • Students add a horn to a "trombone," increasing sound dispersal like a megaphone.
  • Students point out that an air column of the same length in the test tube and the closed straw produce the same pitch

Section 5 Shadows - SKIP
I can:

• Observe that light rays travel in straight lines
  • Students note that holes in the cardboard pieces must fall along the same line as the light from the bulb for them to see the light.
  • Students observe what happens to light rays when blocked by a puppet.
  • Students draw correct ray diagrams
• Analyze shadow patterns
  • Students record what happens to the shadow of a puppet when it is moved around
• Explain the size of shadows
  • Students describe how shadows are formed using ray diagrams to show how changing an object's position changes the size of the shadow,

Section 6 Reflected Light
I can:

• Observe the reflection of light by a mirror
  • Students observe the reflection of their face and the image of a light bulb
• Identify the normal plane of a mirror
  • Students draw a perpendicular to the line drawn along the front edge of a mirror
• Measure angles of incidence and reflection for a plane mirror
  • Using a protractor, students measure and record the angle of incidence and the angle of reflection
• Collect evidence for the relationship between the angle of incidence and angle of reflection for a plane mirror
  • Students measure and record the angle if incidence and reflection for several angles and determine the relationship between the two angles
• Observe changes in the reflections of letters
  • Students write their name in block capital letters along the normal and observe the reflection
• Identify patterns in multiple reflections
  • Students position two mirrors at right angles and observe the multiple reflections of an object placed in front when the angle between the mirrors changes

Section 7 Curved Mirrors
I can:

• Identify the focal point and the focal length of a curved mirror
  • Students extend the reflected rays backward to the focal point where they meet
  • Students identify the focal point and measure and record the focal length
• Observe virtual images in a convex mirror
  • Students record descriptions of their image when viewed in a convex mirror
• Observe real and virtual images in a concave mirror
  • Students observe real images of a light source that when focused on an index card are inverted
  • Students note that the virtual images formed are not inverted relative to the object
• Measure and graph image distance vs. object distance for a concave mirror.
  • Students measure and graph the image distance and object distance for different object locations for a concave mirror.

Section 8 Refraction of Light
I can:

• Observe refraction
  • Students look at a pencil through an acrylic box and observe how the acrylic box and a prism bend a light beam
• Measure the angles of incidence and refraction
  • Students measure the angles of incidence and refraction of the laser beam for oblique angles on an acrylic block
• Measure the critical angle
  • Students observe the critical angle and measure the angle of reflection at this angle
• Observe total internal reflection
  • Students swivel the incident beam at various angles to see where the refracted beam at the bottom of the prism begins to disappear.

Section 9 Effect of Lenses on Light
I can:

• Observe real images formed by convex lenses
  • Students observe images on a file card when they point a convex lens at a window or other distant object
• Relate image size and position to object size and position and the properties of your lens
  • Students collect data to relate image size and position size to object size and position using a convex lens.
  • Students read how real and virtual images are formed in relation to size and distance of the object in using a convex lens.

Section 10 Color - SKIP
I can:

• Observe combinations of colored lights.
  • Students set up bulbs of different colors to observe the colors they see on a screen.
• Predict patterns of colored shadows.
  • Students predict the patterns of colored shadows by illuminating them with light bulbs of different colors.

Chapter 6
Section 1 Generating Electricity
I can:

• Trace energy transformations
  • I will generate electrical energy to light a bulb using a hand-cranked generator and consider all the energy transformations that take place.
  • We will discuss the energy transformations and then apply what we have learned to describe energy transformations for various situations.
• Plan a model for electricity
  • I will investigate electric circuits and observe that for electricity to flow through a circuit it must form a closed loop.
  • I will observe that when too much electricity goes through steel wool, it burns opening the circuit.
• Construct a circuit that lights a bulb
  • I will construct circuits using a hand-cranked generator, light bulbs, wires, and steel wool.
• Adjust the brightness of a light bulb with a hand generator
  • I will deliver electric energy to a light bulb using a hand-cranked generator and wires.
  • I will experience how the hand-cranked generator requires more force the brighter the bulb.

Section 2 Modeling Electricity: The Electron Shuffle
I can:

• Develop a physical model for electric current and potential energy
  • We will run a kinesthetic model to simulate electric current and potential in series circuits.
  • We will describe various situations using this model and consider how to improve it.
• Apply the physical model to trace the flow of electric current in series circuits
  • We will apply the kinesthetic model to describe and compare various circuits.

Section 3 Series and Parallel Circuits: Lighten Up
I can:

• Compare series and parallel circuits
  • I will compare series and parallel circuits by describing the differences observed while performing the Electron-Shuffle model and while using a hand-cranked generator.
  • I will apply the physics concepts involved to solve for physical quantities in both series and parallel circuits.
• Recognize generator output limit
  • I will observe an output limit to the generator and analyze it further in Physics to Go.
• Modify the Electron-Shuffle model of electricity
  • I will simulate the current and energy transfers in a parallel circuit using the Electron-Shuffle model.

Section 4 Ohm's Law: Putting up a Resistance
I can:

• Calculate the resistance of an unknown resistor given the voltage drop and current
  • I will make a series of current and voltage drop measurements for various resistors of various strengths to find the relationship among current, voltage, and resistance.
  • I will use my measurements to develop Ohm's Law.
  • I will apply Ohm's Law and current and voltage measurements to solve for an unknown resistor in a circuit.
• Construct a series circuit
  • I will construct series circuits to find the relationship between voltage, current, and resistance
• Use a voltmeter and ammeter in a series circuit accurately
  • I will use a voltmeter in a circuit to measure the voltage drop across resistors of different resistances.
  • I will use an ammeter in a circuit to measure the current flowing through these resistors with the known voltages applied.
• Express the relationship between voltage and current for a resistor that obeys Ohm's Law in a graph
  • I will plot the current and voltage from data provided, draw a best fit line for the data, and find that the slope of the line represents the resistance of the circuit.

Section 5 Electric Power: Load Limit
I can:

• Define power, insulator, and conductor
  • I will calculate the power for various household appliances.
  • I will describe and discuss power, insulators, and conductors and provide examples of the latter.
• Use the equation for power, P = IV
  • I will apply the equation for power to determine the power or current needed for a common household appliance to operate, and the power limit to blow a fuse.
• Calculate the power limit of a 120-V household circuit
  • I will observe the power limit for a fuse and calculate the power used by various household appliances.
• Differentiate between a fuse and a circuit breaker
  • I will read about and discuss how circuit breakers and fuses work and how they differ.
• Identify the need for the fuses and circuit breakers in a home
  • I will read about and discuss circuit breakers and fuses and their purpose.

Section 6 Current, Voltage, and Resistance in Parallel and Series Circuits: Who's in Control?
I can:

• Assemble a switch in a circuit with parallel components to control a particular lamp
  • I will insert a switch in a circuit to control one, two, or all of the three bulbs in a parallel circuit.
  • I will apply what I know to decide where a switch should be inserted in various circuits to control one or more lights.
• Use the conservation of energy to determine how currents and voltages are distributed in series and parallel circuits
  • I will measure the voltage and current in a parallel circuit across each of three resistors (bulbs) and the total current and voltage for the circuit.
  • I will read about and discuss conservation of energy and charge for series and parallel circuits using my measurements to support ideas.
  • I will apply what I know to solve for variables involved in multiple resistor circuits.
• Use Ohm's law to derive equations for the total resistance of multiple resistors in series and parallel circuits
  • I will read about Ohm's law and the equations of total resistance for multiple resistors in series and parallel circuits

Section 7 Laws of Thermodynamics: Too Hot, Too Cold, Just Right
I can:

• Assess experimentally the final temperature when two liquids of different temperatures are mixed
  • I will measure the temperatures of certain amounts of hot water and cold water, mix them together, and measure their temperature.
  • I will do this for different volumes of cold water to determine the relationship between changing the volume of cold water and the final temperature of the warm/cold water mixture.
• Assess experimentally the final temperatures when a hot metal is added to cold water
  • I will plan and run an experiment to compare how temperature changes when hot and cool water are mixed compared to cool water with a piece of hot metal placed in it.
• Calculate the heat lost and the heat gained of two objects after they are placed in thermal contact
  • I will read about specific heat and then calculate the specific heat of the metal they used in the experiment.
  • I will, also, calculate final temperatures and heat transfers between objects in contact using equations derived from the law of conservation of energy.
• Discover if energy is conserved when two objects are placed in thermal contact and reach an equilibrium temperature
  • I will read about conservation of energy and how this is represented mathematically using the heat transfer equation.
• Explain the concept of entropy as it relates to objects placed in thermal contact
  • I will read about and discuss the laws of thermodynamics, thermal energy, temperature, and entropy.
  • I will use the concept of entropy to explain what happens when objects are in thermal contact, and when the number of particles increases.

Section 8 Energy Consumption: Cold Shower
I can:

• Calculate the heat gained by a sample of water
  • I will measure the change in temperature of water heated by a resistor and then calculate the heat energy transferred to the water.
• Calculate the electrical energy converted into heat by a resistor
  • I will calculate the energy converted into heat energy by a resistor using the power rating listed on the appliance and the time measured for the heating of the water.
• Calculate the efficiency of a transformation of electrical energy to heat
  • I will calculate the efficiency of the resistor used to heat the water using the calculation of the increase of thermal energy of the water and energy output of the resistor.
  • I will also consider what happened to the energy that is not considered to be useful energy for different situations.
• Explore the power ratings and energy consumption levels of a variety of electrical appliances
  • I will apply the concepts of energy consumption and power to explore how much energy is used by a variety of appliances.

Section 9 Comparing Energy Consumption: More for Your Money
I can:

• Measure and compare the energy consumed by appliances
  • I will measure the initial and final temperatures and the time involved in heating a known amount of water using a microwave, a hotpot, and an immersion heating coil.
  • I will calculate the energy consumed to heat the water from the known power ratings and time.
• Compare the costs of operating a variety of electrical appliances in terms of power ratings, amount of time each appliance is used, and billing rate
  • I will measure time and temperature change involved in heating a known amount of water.
  • I will calculate the energy transferred to the water using the mass, specific heat, and measured temperature change.
  • I will compare the energy consumed by each heating appliance to the amount of energy transferred to the water.
  • I will also compare the costs of using various appliances, selected in the previous session, for a month.
• Distinguish among the three ways of heat transfer
  • I will discuss how heat energy may be transferred by conduction, convection, and radiation and describe the method of heat transfer for each appliance used to heat the water.
  • I will distinguish between these types of heat transfer as I answer questions.

Chapter 7
Section 1
Section 2
Section 4

Chapter 8
Section 1
Section 2
Section 5
Section 6
Section 7

Semester 1